Teacher educators

The art of teaching is the art of assisting discovery."-Mark Van Doren The term "techno-pedagogy skills" refers to the ability to use technology for pedagogical purposes as well as the ability to integrate technology into the classroom. It is a mixed or hybrid teaching method in which electronic resources or information and communication technology (ICT) are used in the learning process. These skills guide the teaching experience in an effective manner. Technical teaching skills are very much necessary for making the teaching process an enjoyable experience as it will significantly change the teacher's mode of interaction. While technical pedagogy is a boon in the teaching process, and circumstances such as the pandemic have increased the value or importance of these skills as virtual classes replace face-to-face classes, but the truth is that due to lack of knowledge about technical teaching skills, teachers are not using these skills correctly. There are so many reasons which are responsible for this condition. But in the present scenario the knowledge of teachers regarding techno-pedagogical knowledge demands focused attention as it is one of the basic or primary necessities in practicing the skills. This paper presents about the importance of techno-pedagogical skills of Teacher Educators with reference to elearning.

The present study mainly intended to find out the strengths, weaknesses,
opportunities, and threats of B.Ed. Department, Gobardanga Hindu College under
West Bengal State University in West Bengal, India with respect to various aspects of
Teacher Educators. It also enquires about the attitude of Teacher Educators towards
the elementary two years Teacher Education Programme and the teaching aptitude of
student-teachers studying in this institution. Through the strengths, weakness,
opportunities, and threats (SWOT) method, this paper analyses the advantages and
disadvantages of Teacher Educators in rural Gobardanda, North Twenty Four
Parganas district at present as well as the existing opportunities and potential threats.
In this study classify the teaching experiences of in the Teacher Training College from
the academic year 2015-17, 2016-18, and 2017-19. The objective of the study is to
present a brief review of the Teacher Educator’s contribution, exercise, best practices
and focused on the significance of concerns, activities, and context. The methodology
of the study is a mixed type involving interpretative, analytical study of documents,
survey questionnaire, interview, observation and study secondary sources, like books,
articles, journals, thesis, university news, expert opinion, and websites, etc. Finally,
meaningful suggestions are offered.

The present study focused on the scope of introducing Technological Pedagogical Content Knowledge (TPACK) of a two-year pre-service and in-service teacher education program in India. This paper describes the TPACK awareness among teacher educators. It also emphasizes teachers educators integrate technology into education in the 21st century. The main objective of the study to find out the scope of implementation of TPACK on Teacher training programs & the relationship between technology and pedagogy content. Also, the researcher measures the curriculum and challenges to introducing TPACK and finally gives meaningful suggestions to gain technological skills. The methodology of the study is qualitative and interview methods are applied. The study is a mixed type involving interpretative, analytical study of documents, interview and study both primary & secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc.

In the post-globalization era, English is the most useful, international language in the world. The UN-sponsored Sarva Shiksha Abhiyan (SSA) is an effort to universalize elementary education through community-ownership of the school system. It is a response to the demand for basic quality English education all over India. The Scheme is also an attempt to provide opportunities for improving teachers' competencies. It aims at promoting student-centred approach to all the children through provision of community owned quality education in a mission mode. Educators through Cluster and Block Resource Centres organize in-service training programmes for teachers of English at periodical intervals. This paper intends to highlight how teachers develop their practical English language skills through SSA and how students benefit in turn.

This study aims to examine the role of community service practices in developing teacher candidates' active citizenship characteristics based on the perspectives of preservice teachers and teacher educators. Designed as a case study, the study includes 39 teacher candidates and three teacher educators selected through criterion sampling strategy. The data were collected through 10 focus group interviews with the teacher candidates, and three individual interviews with the teacher educators conducted semi-structured and face-to-face. Based on the results of the study, both groups of participants thought that engaging in community service practices was conducive to foster prospective teachers' (1) civic knowledge and awareness concerning active citizenship, (2) civic skills concerning active citizenship, (3) civic attitudes and values concerning active citizenship, and (4) self-concept and self-identity concerning active citizenship, as well as it had profound effects on (5) bridging the teacher candidates' civic and professional identities concerning active citizenship.

This study examines the lack of Mathematics knowledge in two-year B.Ed. curriculum from the year 2015. Teachers- Educational Institutions can play a significant role in bringing changes to the Education System and can develop a Nation. Teacher Training Institute is actually a Teacher-Making Factory, which has been playing  an important  role in the formation  of a nation and a nation for a long time. Here teachers of various pedagogy subjects are trained. For example - Bengali, Sanskrit, English, History, Geography, Biology, Education, Physics Mathematics and Chemistry, etc. Mathematics is one of them. While studying Pedagogy on a specific  subject  in two year's Bed. Course, students also have to study other subjects    and Pedagogics. In general two years B.Ed. courses can be divided into three categories, a) Theory Part, b) Practicum and c) Internship. This study focuses on the practical work and use of mathematical knowledge on  the  overview  of  two universities, one of which is WBSU  and the other is WBUTTPA in West  Bengal, India. The methodology of  the study is a  mixed type involving an interpretative, interview, observation and study secondary  sources, like  books, articles, journal,  thesis, university news, expert opinion and websites etc. Finally, meaningful suggestions are offered.

La política educativa chilena promueve la reflexión para mejorar la calidad de la formación docente. Resulta problemático que el cuerpo docente tenga dificultades para definir la reflexión y la utilicen como sinónimo de otros términos. El objetivo fue explorar la comprensión del significado que el profesorado en formación y sus formadores le dan a la reflexión pedagógica, profundizando en los vínculos que se establecen con el momento en el cual ocurre la reflexión y la racionalidad que la fundamenta. El enfoque metodológico fue interpretativo y se empleó un estudio de Casos Instrumental. Participaron 28 estudiantes de pedagogía en Biología quienes desarrollaban su práctica en la provincia de Concepción, seis formadores universitarios y 14 profesores guías de los centros de prácticas de los estudiantes. Se desarrollaron entrevistas en profundidad y focalizadas. Mediante análisis de contenido se observó el predominio de la reflexión entendida como proceso evaluativo,  evidenciando una racionalidad técnica la cual separa la teoría y la práctica. Una minoría propone un significado deliberativo y no se encontró una noción crítica de reflexión. Se concluye que existe una vinculación entre la racionalidad del plan formativo, el significado de reflexión y el momento en que este proceso ocurre. Esto exige formadores universitarios y profesores guías que compartan una noción de reflexión y una actitud favorable hacia la reflexión práctica y crítica. Asimismo, se reconoce la importancia de revisar la racionalidad del plan de estudio, el cual podría constituir un obstáculo para que los profesores de biología en formación logren un mayor nivel de reflexión docente.

The study aims to survey the conceptions
of teacher educators of health
education in teacher education and
in schools from the perspective of sustainable
development. A further aim was to explore
their ideas for developing curriculum of
health education in teacher education. The theoretical
framework of the study is based on human
ecology which emphasizes holistic health
in relation to the environment. The study is a
qualitative case study. A total of seven teacher
educators in the University of Oulu participated
in the research. The data were collected
by questionnaires in spring 2010. It was analysed
by the inductive content analysis method.
Based on the conceptions of the teacher educators,
environmental factors have an important
role in health issues. The curriculum of health
education should be developed in accordance
with the factors and challenges of society.

Prospective science teachers need to be prepared for making laboratory experiences integral part of teaching-learning of science in order to facilitate students to nurture their natural curiosity. This can engage students towards acquiring proficiency in the processes that can lead them to inquiry and generation and validation of scientific knowledge. This study is guided by the research question, “what is the status of laboratory experiences for prospective teachers?” and “what is missing in prospective science teachers’ preparation programme in order to bring excellence in science education?” An attempt has been made to carry out a meta-analytical review of the relevant literature to address some of the issues and concerns for providing laboratory experiences to prospective science teachers. Major issues emerging from the review of literature in this area are– recognizing need and understanding objectives of laboratory work from pedagogical prospective; integrating it with theory ...

This paper presents a scoping review and thematic analysis of literature on university teacher educators' professional agency between 2007 and 2019. Its aim is to map empirical studies to date and identify gaps in research to inform a future research agenda. 28 articles that met the inclusion criteria were subjected to thematic analysis, using line-by-line open and axial coding. Four main interrelated themes were identified: (i) education policies, (ii) professional development, (iii) identity, and (iv) social justice. This thematic intersection reflects intricated factors promoting and hindering the achievement of teacher educators' professional agency. Findings suggest that more research is needed to develop theoretical and empirical understandings of the multidimensional character of their professional agency, and the myriad of opportunities and constraints impacting on it.

Teacher educators are under growing pressure to perform. But most teacher educators are not adequately prepared to meet the needs of their profession and adapt to new standards. Teacher educators are also faced with the challenges of preparing a new generation of teachers to effectively use the new learning tool in their teaching practices. Teacher educators' professional development is a vital tool for improving this situation.

El artículo presenta un estudio sobre el desarrollo de la competencia reflexiva en formadores del profesorado de matemática en etapa inicial. El objetivo es describir el ciclo formativo con el que se desarrolló esta competencia en una formadora. Se trata de un estudio de caso cualitativo, que recolectó datos a partir de entrevistas, observación y documentos. Los resultados muestran el proceso de adopción y aplicación de los criterios de idoneidad didáctica, y el impacto de su uso en el rediseño de procesos de enseñanza propuestos.

Values play a vital role in any teacher-training program. The value practices, used by teacher educators affect students' understanding and practicing of values. This study aimed to explore the value related practices of teacher educators and to rank the value practices of education programs at a public sector university. Survey method was used for the study and the population comprised prospective teachers of education program at the university.100 prospective teachers were selected through simple random sampling technique. Data were collected through questionnaire and analyzed by using mean. It was found that there were several value related practices used by teacher educators such as realness, prizing, empathic understanding, fully functioning person, humility, lovingness, courage – overcoming one’s own fears, tolerance, decisiveness, living the tension between patience and impatience and the joy of living. With reference to ranking, realness stood above all other values. It is recommended that there may be more focus on different value related practices and that these are introduced in contents of teacher education program.

This paper aims to examine the contemporary European policy debate on supporting teacher educators and to analyse against this backdrop current advances in their professional status in two post-socialist countries and members of the EU: Hungary and Poland. In a thorough desk research supplemented by interviews, the motives, directions and key actors behind recent developments in the field are being identified and compared. Although in neither of the two countries an official regulation defining the teacher educator profession so far exists, the extent to which teacher educators are being considered and addressed as a distinct occupational group differs substantially between them. In Hungary, a grounded self-understanding and support of teacher educators is facilitated by the activities of the Hungarian Association of Teacher Educators, as well as research efforts to define a competence framework for teacher educators. In Poland, however, teacher educators as a separate professional group remain vastly unrecognised, both by policy and by the milieu itself. Mapping this hidden profession – its contours and internal structure – might prove an interesting and dynamic process, with both EU recommendations and in-country explorations, bearing potential to shed light on it.

Addressing university-based teacher educators’ complex work in current higher education contexts requires identifying the variables influencing their professional agency. However, limited related literature mostly falls within boundaries of the global North, while the specifics from those in the global South remain under-researched. Thus, focusing on Chile, a country with a highly marketised education, this study explores how teacher educators agentically navigate contextual and personal factors by drawing on Archer’s theory of reflexivity. Qualitative analysis reveals how participants’ reflexivity mediates factors (i.e. collegiality, precarity) and yields diverse forms of agency (i.e. weak, progressive), reflecting their professional identities, concerns and professionalism. The findings suggest that participants’ dominant communicative reflexivity relates to managerialism in education and Chilean society’s collectivist nature. Implications are presented for future research on broader structural and cultural factors influencing teacher educators’ reflexivity and agency and the role of policy implementation and institutional cultures in supporting their professionalism and careers.

Teachers are the greatest contributors to the success of education, and teacher-education programs are essential for enabling pre-service teachers to achieve that success. In Thailand, despite the commonly reported problems regarding Thai students’ English writing abilities, a few studies have been conducted on how pre-service student teachers learn to teach this specific language skill. This study aims to explore the views of 47 Thai pre-service teachers on the importance of teaching English as Foreign Language (EFL) writing and factors leading to their feelings of successful and unsuccessful writing lessons, their challenges in learning how to teach EFL writing, their preparation, and their expectations of their teacher-educator in learning how to teach this skill. Employing open-ended questions and focus group semi-structured interviews, the present study found a strong influence of previous learning experiences on their beliefs of the necessity to teach EFL writing, their commitment to the profession, their considerable dependence on the course content and the course instructor, and their contextual and personal challenges. These findings could provide teacher-educators and curriculum designers, in both Thailand and other educational settings with similar teaching and learning cultures, with a preliminary picture of what to revise in terms of proper support, instructional methods, and materials in order to produce quality teachers in their teacher-preparation programs.

This paper examines the influence of Teacher Educators (TEs) on the development of epistemology and tolerance among the Prospective Teachers (PTs) studying in a newly introduced four-year Bachelor of Education (B.Ed.) program offered in the Departments of Education of Universities (DoEU), and Government Colleges of Education (GCEs) in Pakistan. The new B.Ed. is part of USAID led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms haven’t focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre-post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data was also collected on TEs’ epistemology, tolerance, teacher-students’ interactions, and teaching strategies. The analysis highlights a significant relation of TE’s epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their earlier experiences.

Teacher educators play a significant role in preparing prospective teachers. They are not only responsible for teaching student-centered teaching practices (TPs) to prospective teachers, but also for modeling those practices in their classrooms. Research suggests that teachers who are emotionally intelligent tend to employ student-centered TPs in their classrooms. Using an inferential approach, this study aimed at finding out the influence of teacher educators' emotional intelligence (EI) on their TPs. It was hypothesized that EI has no significant influence on teacher educators' TPs. The data was collected by administrating an EI Questionnaire and TP Questionnaire survey. Using total population sampling technique, all teacher educators were selected as sample of the study from the institutions offering B. Ed (Hons.) Elementary Program in Rawalpindi and Islamabad. The regression analysis showed significant influence of EI on TPs' of teacher educators. The paper also discusses the influencing and non-influencing competencies of EI. The study recommends professional development for teacher educators to upgrade and strengthen the knowledge about Emotional Intelligence and the teaching practices which are more student-centered-thus helping teacher educators to bridge the gap between theory and practice through modeling.

With ongoing research assessment in higher education and the introduction of master’s-level work in initial teacher education, the growing need for teacher educators to develop research identities is discussed in relation to mentoring and support in two universities. Twelve interviews—with three teacher educators and three research mentors from each university—were carried out, in order to identify effective mentoring practices and other forms of support, as well as any barriers or problems encountered in developing a research profile. An innovative aspect of the methodological approach is that beginning researchers from the teacher education faculty in both universities undertook the interviewing and co-authored the article. The need for an entitlement to and protection of research time is stressed, as well as a range of supportive practices within an active research culture. It is argued that this aspect of teacher educators’ professional development requires as much attention as the pedagogical aspects of their role.

This study focuses on the professional development of five teacher educators who work at different teacher education institutes for primary education. The first reason to undertake this study lies in the life history of the first author, who’s father has been teaching Dutch at a teacher education institute for primary education for the greater part of his working life. The second reason is that in comparison to the research about teachers very little research has been done about teacher educators. The third reason is the growing attention for the quality of teacher educators. In the United States the Association of Teacher Education (ATE) developed a standard for ‘master teacher educators’ and in the Netherlands the Association of Teacher Educators in the Netherlands (VELON) developed a standard for average teacher educators. The development of standards for teacher educators gave an impulse to reflect on the position and roles of teacher educators compared to teachers.

This article presents an autoethnographic exercise focused on exploring my history as a teacher educator and researcher in ELT. With this article, I try to show, starting from my life experiences as a teacher and the different concerns that arose during them, my transformation as a researcher. Likewise, I analyze how these transformations are also derived from working with the pre-service English language teachers belonging to a research seedbed focused on doing autoethnographic research. Similarly, I show how my research work has helped others to establish a context for their research. Finally, the reflections derived from my experiences and what I learned while co-investigating in the research seedbed led me to see that continuing to work on the transformation of ELT education in Colombia is necessary.

This article presents an autoethnographic exercise focused on exploring my history as a teacher educator and researcher in ELT. With this article, I try to show, starting from my life experiences as a teacher and the different concerns that arose during them, my transformation as a researcher. Likewise, I analyze how these transformations are also derived from working with the pre-service English language teachers belonging to a research seedbed focused on doing autoethnographic research. Similarly, I show how my research work has helped others to establish a context for their research. Finally, the reflections derived from my experiences and what I learned while co-investigating in the research seedbed led me to see that continuing to work on the transformation of ELT education in Colombia is necessary.

This article is based on reflexive research, which served as a tool to
consolidate significant insights into the author’s scholarly growth as
a researcher specialising in teacher education. These insights are
presented with universal meaning by proposing a three-phase
model of scholarly growth for higher education faculty. Critical
retrospective examination helped identify the features of each
phase of the model. At the fundamental phase, the focus is on
building professional identity through the acquisition of skills of
operating as researchers. At the model’s next phase, the focus is on
conduct as scholars, including carrying out research and writing
academic outputs. At the model’s third phase the focus is on
conduct as experts who act to benefit the teacher education profession,
the scientific world and society. The reflexive research has
clearly revealed the structure of the model and established the
added value of scholarly growth over a decade.

This study investigated teacher educators' perspectives of having a mediator role in master and doctorate programs in ELT department and their perspectives regarding three universal aspects of mediation theory. In order to gather data, semi-structured personal interviews were conducted with four teacher educators. This study employed a qualitative approach and interpretive-descriptive analysis technique in qualitative research tradition. The results showed that teacher educators mostly considered themselves experienced colleagues of the students in postgraduate programs who also guided, facilitated and moderated students' learning. In addition, experience of the teacher educators in postgraduate programs was found to be an important factor in using the 'significance' aspect. Regarding 'purpose beyond the here and now', while some teacher educators emphasized the importance of showing the relation between the current and future topics, for some of them, postgraduate students already had this skill and there was no need for explicit instruction. Concerning 'shared intention', teacher educators agreed on the fact that providing a detailed course syllabus at the beginning of the term was suitable for establishing a mutual understanding between teacher educators and students.

Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa Rican public universities, using the Teacher Education and Development Study in Mathematics (TEDS-M) questionnaire. The results suggest that both pre-service teachers and teacher educators believe in a constructivist orientation focused on the learner. Both groups support the view of mathematics as a process of inquiry and active learning and agree that mathematical skills are not fixed or assoc...

The study sought to examine how educational research could be translated into action in selected Teachers’ Colleges in Zimbabwe. Twelve (12) lecturers were conveniently selected to take part in this qualitative case study. The participants were interviewed using open-ended interviews. The study found that lecturers lacked awareness, knowledge and expertise with respect to how well educational can be translated into action. It also established that educational research informs Teacher Education instructional practices. Teacher Education curricular were found to be devoid of formal teaching of research methods across subject areas. The study concluded that exclusion of formal teaching of research methods from the Teacher Education curricular is an impediment to the translation of educational research into action. Another conclusion was that regular exposure to educational research methods and practice informs Teacher Education instructional practices. The study recommended that teachi...

The aim of this study is to design a new evaluation model for evaluating PEFLTEPs in the colleges of Education at the Aden University in Yemen. To achieve this aim, a new evaluation model, EPEETSEM Model (Educational Purposes, Educational Experiences, Teaching Strategies and Evaluation Methods), is designed based on reviewing the literature on programme evaluation and procedures of the PELTEPs using the recognised methods of programme evaluation to evaluate the PELTEPs. This model focuses on the strengths and weaknesses of the PEFLTEP through answering seven main research questions as follows: 1. What are the standards that should be followed for evaluating PEFLTEPs? 2. What are the standards applicable in the curriculum of PEFLTEPs at the Aden University? 3. To what extent are the standards of educational purposes applicable in the aims and the objectives of curriculum of PEFLTEPs at the Aden University? 4. To what extent are the standards of educational experiences applicable in t...

Education is the first and foremost requirement for all the other fields of nation. Teacher is the pilot of the whole education system. So it is very necessary for every nation to develop competent teachers for the formation of the future generation through teacher training program. Excellent, skilful, qualitative and competent teachers are necessary for shaping the future generation. Quality teacher education training program is an ultimate need of the hour in our nation in building an army of good citizens to face the future challenges of the world. Number of research studies, reports and committees identified-lack of needed teacher competencies in present teacher training programme. Quality of education in present educational system gets permeable due to lack of updated competency formation and training. A teacher is supposed to teach not only the syllabus but also life skills and values which enable the students to find out good path in the society by distinguishing the right and wrong and to treat equally in the society. Every nation designs its teacher training programme with definite plans and policies. An attempt is being done through this paper to explore the draw backs of present teacher training programme on the basis of 21 st century demands. The present paper tries to put light into the role of teacher training programme to make well equipped and competent teachers of 21 st century for enhancing quality education at present scenario.

As two Black women teacher educators who contend with the neoliberal expectations of the westernized academy and the material realities of preparing teachers for P-12 contexts, we face the pressures of performing productivity while attempting to ameliorate injustices for multiply-marginalized students (e.g., Black students with disabilities facing economic hardships). Working within predominantly white spaces, we were already socially and intellectually isolated prior to the 2020 pandemic. In this collaborative essay, we articulate how  COVID-19 exasperated existing educational and social inequities, yet served as a portal to collective sense-making of our heightened intersectional consciousness, sense of duty to community, and enactments of humanizing pedagogy.

This study focuses on the professional development of five teacher educators who work at different teacher education institutes for primary education. The first reason to undertake this study lies in the life history of the first author, who's father has been teaching Dutch at a teacher education institute for primary education for the greater part of his working life. The second reason is that in comparison to the research about teachers very little research has been done about teacher educators. The third reason is the growing attention for the quality of teacher educators. In the United States the Association of Teacher Education (ATE) developed a standard for 'master teacher educators' and in the Netherlands the Association of Teacher Educators in the Netherlands (VELON) developed a standard for average teacher educators. The development of standards for teacher educators gave an impulse to reflect on the position and roles of teacher educators compared to teachers.

Previous studies show teachers’ conceptions about subject matter influencing their teaching decisions. In the survey, it has been investigated what kind of conceptions elementary pre-service teachers
have concerning the issues they find important in teaching and management of biology in order to provide adequate learning for Finnish elementary school pupils. Totally 267 participants answered the
questionnaire. The data was analysed by inductive content analysis. Biological content knowledge (60 %), skills (15 %), and experience (11 %) formed the greatest part of the mentioned important issues (totally 936). Other ones (e.g. attitudes, teaching) comprised less than 10 %. The issues of knowledge were mentioned significantly more often than the other ones. The results show that the participants had hardly any view of the totality concerning elementary biology education. So, teacher educators should discuss and implement new strategies to make biology education more comprehensive for elementary pre-service teachers